Justification du choix du sujet de recherche
Quelques annộes rộcentes, l’enseignement du franỗais connaợt une réforme pédagogique importante par l’application d’une nouvelle tendance de méthodologie dans l’enseignement/ apprentissage en langue étrangère
The communicative approach focuses on enhancing both oral and written communication skills in language learning A key question arises: how can grammar be effectively taught and learned to facilitate communication in a foreign language?
In the communicative approach, grammar is no longer viewed as restrictive and unfulfilling compared to previous methods While it has taken a backseat in teachers' priorities, it is expected to develop organically through engaging communicative activities that foster creativity It is essential to strike a balance, as one cannot overlook grammar while also not placing excessive emphasis on it A flexible approach that integrates grammatical work with other language activities in the classroom is necessary for effective language learning.
In high school, the teaching of French as a Foreign Language (FLE) grammar often fails to align with the objectives of the communicative approach This discrepancy arises not from a lack of awareness of its importance among teachers, but rather from challenges related to time and conditions, as well as the lingering influence of traditional methodologies Emphasis tends to be placed on learning rules and providing illustrative examples, with exercises primarily aimed at assessing students' knowledge Consequently, there is a notable lack of interaction between students and between the teacher and students.
The emphasis on grammar leads to unfortunate consequences: students become well-versed in nearly all the rules of French grammar but are unable to express themselves, speak, or communicate effectively in the language.
Donc, il vaut mieux que les enseignants doivent bien déterminer comment est l’enseignement de la grammaire dans l’approche communicative pour enseigner/ apprendre à communiquer dans une langue étrangère
The reasons mentioned above prompted us to conduct research on the teaching of French grammar as a foreign language using a communicative approach in high schools Through this research, we aim to address the proposed question and resolve the concerns of French language teachers.
Objectifs de la recherche
This article focuses on analyzing the grammatical content in the French language textbooks Tiếng Pháp 10 and 11 used in three-year high school cycles, assessing students' grammatical acquisition and communication skills It also explores teaching techniques for grammar in a communicative approach to French as a Foreign Language (FLE) Additionally, the article proposes educational applications to enhance grammar instruction and improve student engagement.
Objet de la recherche
a Objet de la recherche: les méthodologies de l’enseignement de la grammaire du FLE en approche communicative b Public cible: les professeurs et des élèves au lycée.
Hypothèse de la recherche
A comprehensive study on the methodology of teaching French grammar through a communicative approach can address the current challenges in FLE grammar instruction and enhance the achievement of teaching and learning objectives for high school French.
This article provides a historical overview of grammar teaching through various methodological approaches It then explores techniques for teaching French as a Foreign Language (FLE) grammar within a communicative framework.
After analyzing the grammatical content and the state of teaching and learning French as a Foreign Language (FLE) in high schools, we compare the results achieved with the objectives of the communicative approach to determine if these goals are being met Finally, based on these analyses, we propose solutions to improve the previously addressed issues.
The research methods employed include a thorough analysis of reference documents, as well as the grammatical and communicative content found in the French textbooks for grades 10 and 11 Additionally, findings from a survey conducted among high school students will be examined This synthesis of analyses will lead to conclusions and the proposal of effective solutions.
VII Signification de la recherche:
As part of the Foreign Language Department at Vinh University, this is the first detailed study on the teaching of French grammar using a communicative approach We hope that this research will enhance the effectiveness of French language teaching and learning in high schools.
Nous limitons notre de travail de recherche dans le programme de l’enseignement de la grammaire du FLE aux élèves de dixième et de onzième
Nous voudrions clarifier ici quelques concepts importants de la présentation de la recherche pour éviter des confusions chez les lecteurs
According to the Linguistics Dictionary, page 238, grammar is defined in various ways depending on linguistic theories Four main interpretations of the term "grammar" can be highlighted.
Grammar is a comprehensive description of a language, outlining its organizational principles It consists of various components, including phonology, which studies phonemes and their combination rules; syntax, which focuses on the rules for combining morphemes and phrases; lexicology, the study of vocabulary; and semantics, which examines the meanings of morphemes and their combinations Ultimately, grammar serves as a model of linguistic competence.
Grammar is the study of grammatical and lexical morphemes, focusing on their forms (inflection) and combinations to create words (word formation) and sentences (syntax).
En ce cas, la grammaire s’oppose à la phonologie ( étude des phonèmes et de leurs règles de combinaison), elle se confond avec ce que l’on appelle aussi une morphosyntaxe
Grammar focuses on the description of grammatical morphemes, such as articles, conjunctions, and prepositions, while excluding lexical morphemes like nouns, adjectives, verbs, and adverbs It encompasses the rules governing the function of these morphemes within sentences and is primarily concerned with syntax, contrasting with phonology and lexicon Additionally, grammar includes the study of inflections but does not address word formation, such as derivation.
4 En linguistique générative, la grammaire d’une langue est le modèle de la compétence idéale qui établit une certaine relation entre le son ( représentation phonétique ) et le sens ( interprétation sémantique )
La grammaire d’un langage L génère une ensemble de couples ( S,I ) ó S est la représentation phonétique d’un certain signal et I l’interprétation sémantique affecté à ce signal par les règles du langage
This article presents the definition of grammar according to linguistic theories We have chosen to focus on the primary interpretation of grammar within the context of our research.
In the Dictionary of Language Didactics, explicit grammar is based on the teacher's presentation and explanation of rules, followed by conscious applications by students (R Galison and D Coste, 1976, p ).
The presentation and explanation of foreign language structures can follow the observation and manipulation of these forms This approach involves teaching and learning a grammatical description of the target language by explicitly relying on the metalinguistic model that constructs it, particularly using its terminology in either original or simplified forms Two key characteristics emerge: the provision of metalinguistic information by the teacher and the learners' awareness of this information Explicit, conscious, and formal learning enhances or reinforces language acquisition.
Implicit grammar focuses on helping students master grammatical functioning without explicitly stating rules or relying on metalanguage Instead, it emphasizes systematic manipulation of utterances and forms Students are encouraged to engage with linguistic models and structures rather than traditional grammatical rules, allowing them to reuse and automate these models effectively.
On utilise pendant le premier temps de l’apprentissage du franỗais langue ộtrangốre ú l’ộlốve fait de la grammaire ô sans le savoir ằ Nous appelons cette technique ô grammaire non consciente ằ
The term "communicative approach" is a translation from English that emerged in the early 1970s It is regarded as a method, but the preferred terminology suggests a sense of openness and flexibility within this methodology.
In the first part of the essay defining the communicative approach from the work "L’approche communicative – Théorie et pratique" by Evelyne Bérard (CLE International, 1991), it is highlighted that the communicative approach critiques audio-visual methods and incorporates pedagogical and linguistic principles that influence their development The primary objective of this approach is to enable students to acquire both the language and its associated culture Furthermore, Bérard emphasizes that the communicative approach refocuses foreign language teaching on communication, aiming for students to learn how to communicate effectively in the foreign language and thus develop communication competence.
Nous partageons avec cette œuvre de la dộfinition de ô l’approche communicative ằ C’est une mộthodologie contemporaine avancộe qui est largement appliquée au Vietnam
1.2 Théorie de l’enseignement de la grammaire en approche communicative
1.2.1 Un aperỗu historique de la place de l’enseignement de la grammaire du FLE
Signification de la recherche
This study represents the first detailed examination of grammar teaching in the context of French as a Foreign Language (FLE) within the Foreign Language Department at Vinh University, focusing on a communicative approach We anticipate that this research will enhance the effectiveness of FLE instruction and learning at the high school level.
Cadre du sujet
Nous limitons notre de travail de recherche dans le programme de l’enseignement de la grammaire du FLE aux élèves de dixième et de onzième.
FONDEMENTS THEORIQUES 1.1 Terminologie
La grammaire
According to the Linguistics Dictionary on page 238, grammar is defined in various ways depending on linguistic theories There are four main interpretations of the term "grammar" that can be highlighted.
1 La grammaire est la description complète de la langue, c’est à dire des principes d’organisation de la langue Elle comporte différentes parties : une phonologie ( études des phonèmes et de leurs règles de combinaison), une syntaxe (règles de combinaison des morphèmes et des syntagmes), une lexicologie ( étude du lexique) et une sémantique (étude des sens des morphèmes et de leurs combinaisons) La grammaire est le modèle de compétence
2 La grammaire est la description des morphèmes grammaticaux et lexicaux, l’étude de leurs formes ( flexion) et de leurs combinaisons pour former des mots ( formation de mots) ou des phrases ( syntaxe)
En ce cas, la grammaire s’oppose à la phonologie ( étude des phonèmes et de leurs règles de combinaison), elle se confond avec ce que l’on appelle aussi une morphosyntaxe
3 La grammaire est la description des seuls morphèmes grammaticaux ( articles, conjonctions, prépositions, e.t.c…) en excluant les morphèmes lexicaux ( noms, adjectifs, verbes, adverbes de manière ), et la description des règles qui régissent le fonctionnement des morphèmes dans la phrase La grammaire se confond avec la seule syntaxe et s’oppose à la phonologie et au lexique, elle comporte l’étude des flexions, mais exclut l’étude de la formation des mots ( dérivation )
4 En linguistique générative, la grammaire d’une langue est le modèle de la compétence idéale qui établit une certaine relation entre le son ( représentation phonétique ) et le sens ( interprétation sémantique )
La grammaire d’un langage L génère une ensemble de couples ( S,I ) ó S est la représentation phonétique d’un certain signal et I l’interprétation sémantique affecté à ce signal par les règles du langage
In this article, we present the definition of grammar based on linguistic theories We have chosen to focus on the primary interpretation of grammar for the purpose of our research.
La grammaire explicite
In the Dictionary of Language Didactics, explicit grammar is based on the teacher's exposition and explanation of rules, followed by conscious applications by the students (R Galison and D Coste, 1976, page).
The presentation and explanation of foreign language forms can follow observation and manipulation, emphasizing the teaching and learning of grammatical descriptions of the target language This approach relies on the specific metalinguistic model that constructs the language, utilizing its terminology in either original or simplified forms Two key characteristics emerge: the provision of metalinguistic information by the teacher and the learners' awareness of this information Explicit, conscious, and formal learning enhances or reinforces language acquisition.
La grammaire implicite
Implicit grammar aims to equip students with a mastery of grammatical functioning without explicitly teaching any rules Instead of relying on traditional grammar instruction, it focuses on systematic manipulation of statements and forms Students are encouraged to engage with linguistic models and structures rather than grammatical rules, allowing them to reuse and automate these models effectively.
On utilise pendant le premier temps de l’apprentissage du franỗais langue ộtrangốre ú l’ộlốve fait de la grammaire ô sans le savoir ằ Nous appelons cette technique ô grammaire non consciente ằ.
L’approche communicative
The term "communicative approach" is a translation from English that emerged in the early 1970s It is regarded as a method, but this terminology is favored because it suggests flexibility and openness within the methodology.
In the first part of her work "The Communicative Approach – Theory and Practice" (CLE International, 1991), Evelyne Borard defines the communicative approach as a critique of audio-visual methods, incorporating pedagogical and linguistic principles that have shaped their development The primary goal of this approach is to enable students to acquire both the language and the associated culture Furthermore, Borard emphasizes that the communicative approach shifts the focus of foreign language teaching towards communication, enabling students to learn how to communicate effectively in the target language and develop their communicative competence.
Nous partageons avec cette œuvre de la dộfinition de ô l’approche communicative ằ C’est une mộthodologie contemporaine avancộe qui est largement appliquée au Vietnam.
Théorie de l’enseignement de la grammaire en approche communicative
1.2.1 Un aperỗu historique de la place de l’enseignement de la grammaire du FLE
The teaching of languages has undergone a significant evolution over 5,000 years, marked by various outdated methods Six major trends have emerged globally, each having notable pedagogical impacts in Vietnam In each of these trends, the role of grammar fluctuates between being a focal point and a secondary concern.
The traditional method of language teaching emphasizes the importance of grammar, organizing each lesson around specific grammatical points presented in the order found in the mother tongue This approach involves explicit instruction, where rules are stated, illustrated, and translated Students are required to memorize these grammatical rules, with no tolerance for errors, making accurate responses essential However, this method is often seen as less effective, as it produces learners who understand grammatical rules but struggle to communicate effectively, focusing more on literary knowledge than practical language skills.
Unlike traditional methods that focus on grammar and translation, the direct method emphasizes developing communication skills In this approach, grammar is not the primary criterion for content selection; instead, topics such as geography and French lifestyle create relevant situations for discussion Grammar teaching and learning occur through implicit and inductive processes, where students first observe examples and situations before discovering rules or generalizations With this method, students are not required to memorize lengthy lists of vocabulary or grammatical rules; their mistakes are acceptable and initially corrected by themselves.
The Audio-Lingual Method (ALM) used in France from 1965 to 1975 emphasizes imitation, repetition, and memorization to develop linguistic habits in students without analytical thinking Grammar is taught inductively through dialogues, from which students derive syntactic structures and models Learners are required to imitate these models and respond quickly to the teacher's questions to reinforce automation and reflexive language skills While the ALM proved effective for beginners through structural, substitution, and repetition exercises, it became tedious and ineffective for advanced learners.
The audio-visual method, known as the S.G.A.V method, emphasizes the systematic use of technical resources in language classes, including images and sound Its primary goal is to enhance communication skills, particularly verbal communication in everyday language The teaching content is based on the fundamental vocabulary of French (FF), which serves as the foundation for effective language learning.
The article emphasizes the use of the 3,000 most frequently used words alongside basic grammar, focusing on the frequency of oral structures It advocates for an implicit inductive grammar approach, supported by extensive structural exercises Initially, the teacher presents dialogues or real-life situations where new grammatical elements are introduced repeatedly to ensure student assimilation However, from a methodological standpoint, prioritizing the mechanical acquisition of structures may undermine the importance of meaning, which is crucial for effective communication in a foreign language.
The communicative approach aims to provide learners with opportunities to engage in both spoken and written communication in everyday situations However, language textbooks claiming to follow this approach often differ in their methods of teaching grammar Some emphasize conceptual understanding while minimizing explicit grammar instruction, believing that self-discovered knowledge does not require memorization for acquisition Conversely, others prioritize a solid grammatical foundation upon which learners can build their communicative skills Ultimately, a flexible approach is needed that incorporates both implicit and explicit activities A significant shift from previous methods is the treatment of errors, which are viewed by teachers as opportunities for learning rather than setbacks.
1.2.2 Les principales activités de l’enseignement de la grammaire du
In her 1994 work "La classe de langue," Christine Tagliante introduced communicative approach activities for teaching grammar, emphasizing the processes of conceptualization, systematization, appropriation, and reinforcement She highlighted the importance of addressing and utilizing errors to foster genuine communicative competence in learners.
The communicative approach is best characterized by its focus on activities that engage essential intellectual skills often overlooked in other methodologies, such as analysis, reflection, synthesis, and deduction These skills are crucial for understanding how the language being learned functions.
Nous présentons ici, des étapes d’une séquence de conceptualisation :
The first step involves observing the phenomenon The French as a Foreign Language (FLE) teacher asks students to work in small groups to analyze a corpus This activity can be conducted in French or in the source language, which in this case is Vietnamese An example of the corpus focuses on the use of definite and indefinite articles.
- Regarde, j’ai acheté des gants, un parapluie, une jupe et un imperméable
- Non, les gants et le parapluie sont pour Hoa, la jupe et l’imperméable pour Lan
The second step involves manipulating statements and formulating hypotheses To grasp how a language mechanism operates, it is essential not only to observe language facts but also to engage with them actively Learners should be encouraged to formulate descriptive or explanatory hypotheses regarding the phenomenon For instance, the teacher can ask questions like, "What precedes ?" or "What follows ?"
It is crucial not to provide learners with the answers immediately, allowing them time for reflection They will discover that the same word can be used with different articles, such as "a," "an," "some," and "the," depending on the context.
Troisième étape : la vérification des hypothèses
Learners' hypotheses will be verified, confirmed, or refuted with the guidance of the teacher, who will lead them toward a developing understanding of language rules In this example, students will analyze how articles function in French, formulating hypotheses in their own words or even in their native language if needed.
The fourth step involves formulating laws, rules, or regularities and establishing procedures Learner teams articulate the rules derived from their study in their own words, avoiding grammatical jargon They then compare their statements with those of other teams After discussing the proposed formulations with the teacher's guidance, the class collaboratively writes a precise version of the discovered rule In this process, the teacher explains the anaphoric role of articles, helping learners understand that "un," "une," and "des" are used for objects or people not known to the listener, while "le," "la," and "les" refer to things or individuals familiar to the interlocutor.
Cinquième étape :une phrase d’exercisation Les élèves mettent en application leurs découvertes dans des contextes variés, en réalisant des exercices de différents types qui sont presque structuraux
Sixième étape : le réinvestissement contrôlé Une dernière étape est nécessaire; elle est même essentielle, c’est le réinvestissement contrôlé
Il est temps de vộrifier la maợtrise de l’emploi du point grammatical, sachant qu’il est nécessaire à ce stade que ce réemploi se fasse en situation
1 A l’oral , le professeur demande aux élèves de travailler en groupe ou en tandem, et de préparer un micro-dialogue contenant des articles Quelques courtes minutes de préparation suffisent avant de jouer devant les autres groupes le dialogue finalisé
- Vous avez des crayons de couleurs ?
- Prenez les crayons : rouge, noir et bleu pour colorier ce dessin
2 A l’écrit , l’enseignant peut préparer des micro-dialogues ó il manque les articles Les apprenants doivent compléter en vérifiant à chaque fois le choix de l’article
Exemple : Complétez en choisissant entre : un, une, des et le, la, les, ou l’
- Pardon Madame, est – ce qu’il y a …… librairie près d’ici ?
- Oui, …… librairie est au bout de la rue
- Pardon Monsieur, est – ce que vous avez …… Cartes postales ?
- Oui Madame, …… Cartes postales sont ici, à droite